From year to year the population of the earth is growing. Industrialization and modern life attract more and more people into cities. Modern technologies in construction and architecture allow more people to live on a smaller area, ie. population density increases in large cities. The overhauling of major cities around the world and the impossibility of endlessly expanding physical boundaries leads to vertical expan-sion. Quite naturally, vegetation, as an unmoved companion of man, will also go in a vertical direction in future cities.
Today, in the term "landscape architect", we rather refer to a set of different professions, which in their synergistic connection give the appearance of modern landscape architecture. All these sub-professions from day to day are becoming more and more comprehensive and, accordingly, more and more independent, requiring their own set of competencies, and this necessitates the profiling of the educational process so that it meets the new needs of the labor market.
In the limited volume of the article, we will only consider activities that can gain added value when implemented in a post-industrial environment, not activities for teenagers in general. Attention has been paid to activities that can benefit from elements specific to the specific environment - building stock, materials, etc. The article examines the potential of these areas to create plots that better suit teenagers and the possibilities for adhoc transformations in play spaces that better meet the complex needs of teenagers for outdoor activities.
Modern educational requirements are aimed at the acquisition of knowledge, skills and competencies, practical orientation to the requirements of the labour market and the achievement of sustainable development of landscapes. The object of the research is the acquired landscape architecture educational competencies of students and employers' assessment of the competencies in practice. The aim of the study is to investigate the level of specialized educational competencies acquired by landscape architecture students through formal education, to highlight problem areas in the acquisition of professional and general competencies and to adapt curricula and approaches. The main tasks of the research are: systematization of general and specific professional competencies by elements and a specific context, in relation to levels of professional performance; processing information from students and stakeholders from the professional communities about acquired educational competencies in relation to key professional competencies of the landscape architect; analysis of results and recommendations for improving educational resources. The research was conducted through surveys with landscape architecture students and an indicative interview with landscape architecture specialists working in business structures, administrative and management bodies in urban and sub-urban green infrastructure. The questions focus on the necessary competencies of the landscape architect to create sustainable green infrastructure. This article presents a stage of a comprehensive study of the necessary educational competencies to correspond to the competencies for practicing the profession of landscape architect.
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